How would you like your name to appear on your certificate?

Profession

What activities did you attend at the event?

Safe at Home, Safe at School: A Roadmap to Violence Prevention

Can PGD be Applied to Non-death Loss and Grief?

Intimacy & Sexuality During Illness and Loss

Intersections of grief and identity: Navigating Black bereavement in America

Calvin Coolidge: Grief-Stricken Father & President at 1600 Pennsylvania Avenue 1923.

Unpacking Meaning-Focused Therapeutic Approaches in Bereavement

Toxic Theology as a Contributing Factor in Prolonged Grief Disorder

The Importance of Cultural Humility in Grief Support

The Invisibility Cloak of Grief for Black Survivors of Homicide Victims

Building a Grief-Informed Workforce

Narrative Power: Finding Words for Living, Dying, Death and Bereavement

The Ethics of AI Emulation: Navigating Digital Resurrections in Grief Counseling

Agreement

By completing this form, you attest that you have participated in all selected activities in thier entirety.

I agree

Objective 1: Learn about cutting-edge research and clinical practice in thanatology.

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

The teaching methods used were appropriate to the objectives

If you have additional comments regarding the session or individual speaker(s) - e.g. content issues, teaching ability, credentials or expertise, etc. - please use the space below:

Objective 2: Explore key content from across ADEC’s entire Body of Knowledge, such as end-of-life decision-making, assessment and intervention, or cultural, religious and historical perspectives on death and loss.

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

The teaching methods used were appropriate to the objectives

Objective 3: Focus program content on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.

By meeting the above objective my professional competence will increase because I have acquired new strategies to use in my practice.

By meeting the above objective my professional performance will improve because I should be able to implement the new strategies.

By meeting the above objective my patient outcomes should improve due to the implementation of newly-learned strategies.

The teaching methods used were appropriate to the objectives

Describe the problem of firearm violence as it relates to death and injury.

Identify shared risk and protective factors for multiple forms of violence that can be addressed in school settings, outpatient settings, and inpatient settings.

Identify effective approaches to prevent multiple forms of violence.

Discuss whether the application of the construct of PGD to non-death losses is useful or appropriate.

Differentiate between chronic sorrow that accompanies ongoing non-death losses and Prolonged Grief Disorder.

Identify criteria for the evaluation of grief that is a response to ongoing non-death loss experiences.

Identify professional obstacles that inhibit opportunities to address intimacy and sexual needs of individuals who are coping with life-threatening illness or bereavement.

Identify patient obstacles that inhibit opportunities to address intimacy and sexual needs of individuals coping with life-threatening illness.

Explain how the use of models can enhance communication in addressing issues of intimacy and sexuality.

Explicate an exploration of the present-day reality and context surrounding the Black bereavement crisis in the United States.

Delineate culturally attuned tools to advance the principle of “do no harm.”

Describe intersectionality, by examining how the intersections of 2 or more marginalized identity markers has unique implications for grief and identify future implications in the field of thanatology.

Identify the antecedent griefs experienced in Calvin Coolidge’s life prior to the death of his son in 1923.

Explore ways the demands of the presidency challenge through grief.

Strategize ways Calvin Coolidge’s grief narrative could be used in grief counseling and grief education.

Identify theoretically-informed distinctions between meaning-focused clinical interventions and techniques.

Describe features of disrupted meaning making that may be uniquely characteristic of grievers experiencing chronically and profoundly disabled grief.

Differentiate "narrative reconstruction" from "meaning in life", describing how these present distinct but related conceptualizations of the meaning that grievers make of their loss.

Analyze the characteristics of toxic theology

Demonstrate an understanding of how certain religious beliefs can complicate the mourning process

Describe Fowler's stages of faith development and how they can be used in grief assessments

At the completion of this presentation, participants will be able to: Identify the ways in which their own unique culture(s) has shaped their views of grief.

At the completion of this presentation, participants will be able to: Apply cultural humility to their interactions with grieving individuals of different cultures and beliefs.

At the completion of this presentation, participants will be able to: Demonstrate comprehension of the importance of and methodologies for involving culturally diverse individuals in peer grief support.

Identify attitudes and perspectives related to the experience of homicide for Black communities.

Explore the deprivation of grief and bereavement as a result of homicide for Black communities.

Explore the process of identifying and utilizing coping strategies for Black survivors of homicide victims.

Describe the rationale for building a grief-informed workforce

Identify an approach to promoting grief education within diverse professional contexts

Recognize the distinction between grief-informed professionals and grief-competant menthal health specialists.

Define and describe potential uses of bibliotherapy for clinical practices

Describe the importance of metaphors in grief and bereavement care AND how metaphors will be addressed in future work

Create a plan for use of the session content

Describe the current capabilities and limitations of AI in emulating deceased individuals.

Identify the ethical concerns associated with employing AI-emulations in grief counseling.

Evaluate trauma-informed strategies to approach clients considering or already using AI emulations during their grieving process.

Did this program improve your Skill or Strategy in your role or contribution as a member of the healthcare team?

Yes

Please explain how, or why not?

Please answer the following:

Was the educational content scientifically sound?

If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?

Was the mode of education effective to learning?

If you answered "No" to any of the above questions, please explain.

Did you perceive any commercial bias or influence in the educational content?

If you answered "Yes" to the above question, please detail the situation below (e.g. session title, speaker name):

Were you solicited by sales personnel in an educational area (other areas do not matter) while you attended this educational activity?

If you answered "Yes" to the above question, please explain in detail (e.g. who, when, where):

Do you believe your participation in this activity will positively impact your healthcare team?

Yes

Why or why not?

What questions are you having in your practice that you would like to see addressed in an educational activity?

What barriers might you have that would interfere with implementation of new information learned from this training?

How can this training (the overall meeting) be improved to better impact knowledge, strategies/skills, performance and/or patient outcomes?

Additional comments: